Post-school options: Moving forward

Middle years
Senior years
4

Resources are provided with this practice

Yes

Summary

This practice is part of a formal evaluation project exploring the value of myWAY Employability resources to educators that will take place in Term 2 2022. Please contact Keely Harper-Hill if you are interested in taking part. Curtin University Human Research Ethics Committee Approval HRE2020-0493

Supporting students to move forward by identifying and setting goals requires a unique combination of sensitivity and structure. Students may know what they would like to be able to do, however, knowing how to achieve this can be challenging.

The Post-school transition planning: Moving forward unit includes a unit plan and supporting resources such as glossaries, activities and videos which capture the lived experience of a successful autistic person. The content of the videos is sensitive to the needs of your diverse learners whilst also being relevant to all students in an inclusive classroom.

The goal setting activity primes students to use myWay Employability to set their own personal goals. The myWay Employability platform has been designed for and with the autistic community. Using the platform, students can develop an individual profile matched to relevant career, further education and training information and pathways.

The activities in this practice will help students to

  • develop their ability to set goals and break these down into achievable steps
  • reflect on their own ‘soft skills’ which are integral to employability
  • develop their awareness of self-advocacy skills.

This practice will help students to

Build self awareness

Identify possible career choices

This practice will help teachers to

Incorporate myWAY Employability into teaching and learning

How the practice works

Watch this video to learn more about this practice. Duration 01:14

Apply this practice with your students

The tabs below provide information to support your implementation of this practice. The sequence aligns with the Australian Institute for Teaching and School Leadership's High-Quality Professional Learning Cycle. You can find out more about high quality professional learning in the Australian Charter for the Professional Learning of Teachers and School Leaders.

A. Plan

Unit plan

The unit plan for this practice is available as a PDF or in a Word version. Use the Word version if you wish to amend the plan or record any teaching adjustments. The plan includes three lessons:

  • Life skills and goal setting
  • Soft skills
  • Self-advocacy

Some of the activities and quizzes in this unit will be completed on the myWAY Employability website. These activities are denoted with the following symbol:

myWAY Employability website indicator

Moving forward - unit plan Word version

Moving forward - unit plan PDF version

Adjustments for students with diverse abilities

The Teaching to diversity notes outlines how each practice is designed to assist teachers to teach to the diversity within their classroom.

 

Teacher notes: Teaching to diversity

Before you begin:

Review your school's current work experience program. Consider how this practice can be used to complement the existing program.

Have students complete the Post-school pathways section on myWAY Employability. There are two questions for students to respond to.  

Review the following articles and print and prepare as necessary.

Transition pathways
Work experience 

In this lesson, students will think about the life skills they will need for employability and goal setting. They will also use the Life skills quiz in myWAY Employability.

The How to pre teach vocabulary video and the glossaries for this unit are available in the Pre-teach vocabulary accordion link below.

Many of the terms used in this practice may be unfamiliar to students. The glossary will assist students to pre-learn the vocabulary used in this practice.

Each glossary booklet contains word lists and activities at the three different levels of scaffolding. For practices with a number of unfamiliar terms we recommended you focus on 3-5 words that are most relevant to each lesson.

If you are not sure how to pre-teach vocabulary, you may like to watch this video which provides a quick example of how to teach vocabulary. Note: this video is intended for viewing by teachers only.

Soft skills glossary

This document contains the glossary worksheets for all 3 Helping Hands levels.

Life skills glossary

This document contains the glossary worksheets for all 3 Helping Hands levels

Introduction to goal setting: Video

Students watch a video about goal setting. After the video students can review the steps taken to complete the goal and things they may have done differently.

Teacher notes - Goal setting

Goal setting practice - paired and small group work

Using the case studies of fictional students Cameron and Sarah, students will explore examples of life skills required for working in adulthood.

In pairs or small groups, students discuss the case studies and practice writing goals for each of the fictional students using the worksheets provided.

Student worksheets - Goal setting

This document contains the glossary worksheets for all 3 Helping Hands levels

Students access the myWAY Employability Life skills quiz and identify one or more appropriate life skill goals to work towards.

myWAY Employability website indicator

This lesson introduces students to the topic soft skills. This work is supported by the resource articles on the myWay Employability website.

Refer to the glossary worksheets in lesson one if students need support with vocabulary.

Watch the two short clips of students starting their first day of work experience.

Discuss as a whole class or in pairs.

NB The students in these videos will be more comprehensively evaluated in the Work discovery unit.

Whole-class activity

As a class, read the Understanding soft skills article.

Work through the definitions of the first five soft skills and discuss them as a class.

As a class, develop some simpler explanations for the terms.

You may choose to have a student write these simple explanations on the board.

 

‘You might start off with natural strengths and weaknesses in different soft skill areas, but you’ll also develop these skills over time’ *

Before watching the video, reinforce this statement with the class and discuss what it means.

 

*Source: Understanding soft skills - Section: Developing soft skills. Para 3

In this clip, Rachel explains some of the strategies she has used to develop her own soft skills during her career.


Reflection:

After students have watched the video ask students to think about their soft skills. They can choose to write, audio record, or video their reflections.

This lesson is a whole-class activity where students will begin to learn about self-advocacy in the workplace.

They will read an article on self-advocacy and then watch a video which features someone talking about their lived experience .

Students read the Self Advocacy article in pairs of your choosing (stronger readers with less strong readers).

  • As a class discuss the key points.

Ask students to provide examples of experiences when they have advocated for themselves or had someone advocate for them.

Give examples to support them:

  • a parent may advocate for their child
  • an adult might advocate for their elderly parent
  • a social worker might advocate for a teenager.

Students listen to a video of an adult who reflects on their approach to self-advocacy in the workplace.

This is followed by a whole-class brainstorm of potential occasions when they may need to self-advocate in the workplace.

Curriculum alignment

These align with the following standards and capabilities.

  • Work Studies Standards ACWSCL005: Plan and implement strategies and processes to improve their learning and enhance the potential to realise their aspirations and personal wellbeing.
  • ACWSCL025: Explain the range of skills and attributes necessary to work effectively in the 21st century. General Capabilities (Personal & Social Capability)
  • Self-management: develop self-discipline and set goals

B. Set goals

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D. Reflect and refine

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E. Share

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This practice is from the core research project